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Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants  \nUtilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux : pratiques et perceptions des enseignants et aidesenseignants en éducation spéciale .  \nGenevieve Marie Johnson, Curtin University  \nAbstract  \nTwelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value ofiPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications.  \nKeywords: iPad; tablet computer; special needs; special education; instructional technology  \nRésumé  \nDouze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leurenseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sontrévélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de  \nCJLT/RCAT Vol. 39(4)  \nla motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignantsont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souventassocié à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification del’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.  \nIntroduction  \nWith respect to contemporary digital technology, a tablet refers to a single panel computer with a touch screen as the input device.“After years of limited success with tablets from a variety of vendors, in 2010, Apple's iPad created a tablet revolution as dramatic as it did with the iPhone”(Computers Desktop Encyclopaedia, 2012, paragraph 2) . While tablet computers such as the iPad were not initiated as educational tools or, indeed, promoted as particularly child-friendly, the device quickly moved into schools (Grezlak, 2011; Jackson, 2011; McCrea, 2010) and emerged as a favourite childhood toy (Learmonth, 2010) . In comparison to traditional computers, Harrison (2010) argued for the educational superiority ofiPads because the iPad is formatted tobe an ebook, has multiple mechanisms of connectivity (e.g., WiFi and 3G) and is highly portable.  \nAs illustrated in Figure 1, tablets' mobile capability, touch screen, and intuitive operation make the devices appe","cbCailDaXLsIlsw2","https://ap.wps.com/l/cbCailDaXLsIlsw2","pdf",1470279,12,"English","# Abstract\n# Résumé\n# Introduction\n# Research Focus and Questions","[{\"question\":\"What did the survey investigate in the study?\",\"answer\":\"It investigated the practices and perceptions of special education teachers and teacher assistants who had instructional experience using iPads with children with special needs.\"},{\"question\":\"Which groups of special needs were most associated with perceived iPad value?\",\"answer\":\"Teachers and assistants were especially positive for children with autism, attention deficits, and limitations in fine motor control.\"},{\"question\":\"How were iPads most commonly used in instruction?\",\"answer\":\"The most frequently reported use was to promote students’ language and literacy skills, though mathematics learning activities were also commonly reported.\"}]","Using Tablet Computers with Elementary School Students with Special Needs - Practices and Perceptions of Special Education Teachers and Teacher Assistants | PDF",1792085335]